How Do Children Read!
Case Studies of Ten Children's
Classroom Reading Strategies
An Honors Thesis (HONRS 499)
by
Lindsey C. Dunn
Thesis Advisor
Ball State University
MWlcie, Indiana
April 18, 1998
Graduation Date: May 9, 1998
Table of Contents
Part I-Background of the Study... ... ........ .......
1. Introduction...................................
3
4
2. Reading Styles...............................
9
3. Assumptions....................................
14
Part ll-The Children.....................................
1. Morgan...... ....... ................. ..........
15
16
2. Sean............................................
3. Alex.............................................
19
22
4. Johanna.... ..... ............. ..................
5. Derek..........................................
25
28
6. CarIy...........................................
7. Kiley...........................................
8. John............................................
9. Brock.........................................
10. Jackie.........................................
31
34
37
40
44
Part ill--Conclusions....... .... .... ........ .... ........
47
Part IV--Related Articles.............................
1. Book Sale Charts.......................
2. Ideas Guide..... ..... ....... ..... .........
55
1
56
58
Abstract
The pwpose of this study is to gain insight into how children read. Using a case-
study approach, I interviewed ten randomly chosen first~ students from Bunis
Laboratory SchooL Before conducting the .interviews, I fonnuJated eight asswnptions.
Discussion of these asswnptioos and the research on which they are based constitute Part I
of this study. Then, I interviewed the children individually, questioning them about their
reading likes and dislikes. Summaries of each of these fifteen-minute interviews and
accompanying photos of the children reading in their classroom constitute Part IT of this
study. In the conclusion, I compare my assumptions to the actual responses of the children
and make some recommendations for how the data conected could be used.
In the last section of this thesis, I show some infonnation not directly related to my
research but connected. First, I include some statistics from the children's book market
The book prices and book sales figures from the past 16 years clearly indicate that book
sales are down. Second, I conect ideas from my own experiences and from articles in
reading joumals as a guide for parents or teachers who want to try some new techniques
for getting children excited about reading. This study demonstrates what adults can do,
either as authors, teachers, or parents, to help children become more involved with reading.
2
Part I
Background of the Study
3
Introduction
Last year, I took a comse in children's literature at Westminster College in Oxford.
This was my first encounter as an adult with this genre, and I was not sure what to expect.
What I found was that in the end, looking at children's literature seriously is the same as
looking at adult literature, but most of the time, there is more to look at. For instance, in
picture books, one must not only analyze the content but the codes of cover, color scheme,
placement, and how the pictures clarifY the written text.
I was amazed to learn that studying children's literature could be just as complicated
as studying adult literature. I began to wonder if children analyzed books as they read. I
remember that as a child I read avidly. My mother would drive to the h"brary with
shopping bags to aid us in carrying the treasures I would find that day. Because of my
parents' encouragement and my curious mind, reading became second nature to me. What
better entertainment could there be than to fill my mind with books, books, and more
books? Now, as a college student re.reading those old favorites like Where the Wild
Thina Are. The Vexy HWl&O' Catqpt]ar, and The Enonnous Crocodile. I have become
jealous of children today. I cannot read in the same way I did when I was a child How
did I read?
The case studies I administered were intended to provide insight into children's
classroom reading strategies. The case studies were done in the emironment where the
children read. At Burris Laboratory School, where the studies were done, there is a
reading comer in :Mrs. Glutf's first--grade classroom. Instead of asking children to read at
their desks, l\1rs. Gluff made the reading corner to provide the students with a comfortable
environment. The seating is mostly soft chairs, such as pillows or bean bags. The colors
of the furniture and the wan hangings in this area are vibrant, stimulating children to feel
awake and alert rather than bored or enclosed. Initial observation of the reading comer
helped me to discover the stimulants and environment necessary for these children to be
effective readers. Second, I perfonned interviews with ten of the students. I asked
4
questions to discern the background and preferences that each child had in reading. Third,
I took photographs that captw"ed moments when children appeared to be involved in their
reading. The photographs were not taken for my benefit but for the benefit of anyone
reading my thesis. Any child can say that helshe thoroughly enjoys reading, but not evety
child can show their attachment to books. People who read my research later can see the
looks of joy and energy on the children's faces as they read independently or with
classmates. These visual aids, I think, say more than any interview or academic analysis of
reading styles could. Last, I did research at the Iibraty for two reasons. First, I wanted to
discover what the current buying trends for children's literature are compared to the past
Are sales up or down? I think the results I found in Bowker's Armual are both interesting
and significant. Second, I tried to find personal experiences that students, teachers, or
parents had with children reading. What are some ideas they have fOWld successful in
cultivating children's interests in reading?
I did not search for alI-encompassing results about children's reading because there
can be no single rule or result. Children's reading is an individual thing. No two children
read in exactly the same manner. Sharon Kane said, "How does one read? The answers
lie within the individual children in our classes, not in any textbook, not in any research
report" (531). Any conclusions I made from my research were based only on the ten
children interviewed in this specific class.
The ten children selected are certainly not representative of the average American
first-grader. They attend Burris Laboratory School, a school that was created for the
Teacher's CoDege at Ball State University. "The students at Burris are guinea pigs on
which prospective teachers can try out new teaching techniques, .. said Mrs. Gluff, firstgrade teacher at Burris. Mrs. Gluff explained that the difference between Burris
Laboratory School and the average public elementary school is that parents specifically
choose the school. Some parents have to drive far to get their children to the school every
day. Normally, which school children attend is decided by geographic location. Children
5
are chosen by lot at Bmris. Mrs. Gluff said, "Some people are under the incorrect belief
that Burris is a private school, but in actuality, we have children of all races, abilities, and
social classes. In my first-grade classroom, the children's reading abilities range from a
first-grade to a ninth-grade reading level After parents apply, selection is decided by
random draw only. It does not cost more than the average school either." Mrs. Glu1I did
admit that parents with children at Burris are, on the average, more concerned about the
quality of education. They have made an active choice, some of them at an inconvenience,
that their child will be better off at Burris Laboratmy School.
A major advantage of having a child attend Bunis is that the students get more
personal attention, since the school has to limit the number of students who can attend.
Also, children at Bunis have a lot more creative experiences since Ball State education
majors come in daily to practice teaching techniques. The sample of children I interviewed
and observed, then, is one with advantages, not necessarily of an intenectual or monetary
nature. The parents of these children are, on the average, more concerned about their
children's reading than the average parent.
What is the goal of this project? First, I wanted to see for myself the many ways
children use reading in their lives. Some children prefer books on tape, while some may
prefer the traditional codex (bound book) style. Still others need action combined with
their reading. For instance, acting out a scene from a book may grab the interest of
kinesthetic, action--oriented children.
Second, I think parents and teachers need to understand that reading is not
standardized. Every child needs different things to thoroughly enjoy reading. Parents who
have a "bookworm" as an eldest child may be dismayed when they discover their second
child cannot concentrate long enough to read as many books as the first child. Parents and
teachers should learn to discover each child's strengths and weaknesses. In Marie Carbo's
"Reading Styles Times Twenty," she lists ten principles for integrating reading into the
classroom and children's lives. I have included this list in the background research section
6
and some ideas for encow-aging reading in the classroom and at home in the related articles
section oftbis study.
My third goal is somewhat selfish. I hope to be a children's book editor and
author, and this project bas given me a chance to see what children really love about
reading-to gain valuable insights that should prove useful in my intended career. The
photographs and children's own words stand as testimonies to their love of reading.
7
eo\',n
04 1
Co \il1 d9Q'
8
Reading Styles
In an analysis of how children read, it is important to know what can prohibit or
hinder children from enjoying readmg. In her article, Marie Carbo lists ten principles for
teachers and parents to keep in mind when tIying to get children to read (38-42). Since
some of the principles overlapped, I combined the ten to make four principles.
1. It is natural for children to enjoy reading.
2. Children need to be chaJlenged with high-level material.
3. All children have their own styles of reading, which develop at different rates.
4. Children should understand their own styles and respect others' styles.
It is natural for children to enjoy reading.
According to Carbo, this principle is the one on which the other three are based
(38). Carbo camot prove that an children enjoy reading because it is impossible to
measure reading enjoyment. For Carbo, this statement must be self-evident; it is the given
in a geometric formula. If children did not enjoy reacting, reading style would not matter.
There would be right ways and wrong ways to read If a child did not enjoy reading,
parents and teachers could just say, "Jolumy is not a reader." There would be no help for
that situation.
But for Carbo, there is no such thing as "not a reader." When Carbo says it is
"natural" for children to enjoy reading, she means that children enjoy reading like they
enjoy playing or singing. However, humans can bwy their nature if others deem it
inappropriate or incorrect. With the Reading Styles mode~ children who do not etUoy
reading have not found their style yet. If a child does not enjoy reading, there must be a
cause. It would be a mistake to asswne that this dislike for reading is inherent. In books,
children learn about worlds different from and similar to their own. The book serves as a
stimulus: visual, when there are pictures or illustrations; aur~ when the children hear their
9
own voices or the voice of a teacher/parent say the words; and tactile, when children can
feel the smooth pages and cover of a book with their fingers.
In a relaxed environment, one that is unstructured, children need to be able to read
at least once a week (Carbo 38). There should be a wide variety of material available to
supplement that reading, including books-on-tape, picture books, and puppets to allow
children to act out scenes in a book. Teachers and parents should question children about
their wants. Children are more likely to enjoy reading if they like 1he stories available. If a
child does not seem to enjoy reading, it is probably because helshe needs to read
differently.
Children need to be challenged with high-level material.
Children should always be encmu·aged to read in a more advanced manner. For
instance, one of 1he first steps in the reading ladder is modeling (Carbo 38). Here,
someone reads to the child. If modeling works correctly, eventually children wiIlleam to
repeat words after the parent or even memorize segments of a book. Then, children will
learn to match sounds with letters. After modeJing is accomplished, children need to be
challenged to go beyond this achievement by reading alone. It would be detrimental to a
child's reading level for a parent to stop the child from reading alone. Reading should be
done in a series of steps. Once one step is accomplished, the child needs to move up to the
next one.
All children have their own styles of reading, which develop at different rates.
Marie Carbo designed the prestigious Readin& Styles Inyentmy (RSl) to help
teachers identify each child's reading style. The survey has two parts: environment and
mode. In the environment section, the child answers questions dealing with space, time,
and noise. Typical questions would be:
10
1. Do you prefer to sit in something soft, like a couch, or something hard,
like a desk?
2. Do you like to read in the morning?
3. Do you like to read with a mend?
Teachers can then use this infonnation to design a reading comer in the classroom. In
Mrs. Glu.ffs first grade classroom at Burris Laboratoty Schoo~ there is a reading comer.
Seating includes desks, rocking chairs, a couch, and even a stuffed dinosaur. The lighting
can be adjusted according to what children request. There is also a tape player for audio
books, a computer for CD-roms, and a stage for puppet shows. When the children have
quiet during DEAR time (Drop Everything and Read), the children may use whatever is
necessary for effective reading.
In the modes section of the RSI, students are asked to answer questions about the
learning strategies that help them the best Examples of questions include:
1. Do you like a teacher to look at your reading assignment?
2. Do you like to discuss your reading assignment?
3. Would repeating a phone number several times help you to remember it?
4. Would you like to act out a scene of a stoty to help you understand the
assignment?
Teachers can use this section to figure out which students need what individualized help
and what kind of activities should be done during reading time. One popular method of
supplementing a book is to show a movie version. A movie can bring out the excitement
of a book for certain students. However, some students are more excited if pictures come
with the written word Both are valid methods of turning a child on to reading.
Teachers must be careful not to label students as "slow" just because they have a
different style of reading (Carbo 39). Such labels can be detrimental to a student's selfesteem. Knowing a child has a different style, of course, does not mean that teachers
11
should just accept that student's weaknesses. Teachers should show children how to work
at improving their weak reading skills.
Children should understand their own styles and respect others' styles.
By understanding their own styles, children can learn what their strengths and
weaknesses are as readers. The knowledge that different styles exist should also be used in
classroom discussions. For instance, one of the questions in the RSI asks if the child
prefers music while he/she reads. The teacher might mention to the class that of 20
students, 13 said they needed music to be able to concentrate. On the other hand, seven
students are distracted by music. Students can then suggest ways of solving conflicts. In
this situation, a good compromise would be to have the music listeners wear earphones.
Such discussions would foster respect among the students for each other as readers.
Carbo's 10 principles and RSI combine to make both students and teachers aware
that reading is an individual thing. There is not one standard for a "good" reader. Based
on Carbo's article, I have made up a list of mistakes teachers/parents make that discourage
children from reading. Teachers or parents can make unhappy readers in the following
ways, which can ruin reading for children:
1.
2.
3.
4.
Forcing the child to read only from a standard list of books
Condemning books-on-tape as "lazy" reading
Segregating fast, regular, and slow readers
Teaching students that there is one way to read
S. Not allowing students reading time
6. Insisting that students sit at their desks during reading time
Because my project analyzes how ten first-grade students read, an understanding of
style is necessary. Each of the students I interviewed had different preferences for
environment, different interests in reading material, and different opinions on what was
12
most enjoyable about reading, whether it be words, pictures, or colors. "While reading the
interviews bter in the thesis, keep in mind the existence of different reading styles. The
children who only read one or two books a week or who ~fer being read to by an adult
are not necessarily "lazy" or "slow." Instead, see them as students who are drawn to
different aspects of reading than the typical bookwonn.
13
Assumptions
I was assigned to Mrs. Gluffs flfSt-grade classroom at Burris Laboratory School.
First, I took pictures of children reading during their free reading time. After development,
I chose the bc~st photos and asked for the names of the children in my pictures. I then
developed a series of nine question, given at the end of the interviews section. Questions
dealt with children's likes and dislikes about reading during free time. Through 15-minute
interviews with each child chosen, I attempted to discover the following things:
What possible things had parents done to encourage reading?
Is environment a factor in children's reading enjoyment?
Do children who especially like to read always have family members who
erUoy reading?
I made some assumptions before starting the interviews. Through the interviews
with the children and the observations I made from the photos, I compared my
assumptions to the reality for each child. The assumptions were:
The children like reading.
The children were read to at home.
They preferred comfortable seats to hard chairs.
By first grade, they enjoy reading by themselves more than with a parent.
Reading is encouraged at home.
The children who really enjoy reading also have siblings who enjoy reading;
likewise, the children who do not read as much have siblings who
are not avid readers.
The children enjoy imaginary stories (Dr. Seuss) more than realistic ones
(science books).
The children need complete silence when they read.
I made these assumptions based on personal experiences from my own childhood
preferences and from Carbo's concept of reading styles.
14
Part II
The Children
15
e
1--2. MI)rgan enjoy" reading bookH with..-ibrant pictures. ~(\tice t.he detail.~rl pietilrt'~ lin
the cover of t he book :~he is reading.
to
Morgan
Morgan thought for awhile but couldn't come up with a favorite type of book. In
her words, she likes all books. She started reading at the age of four, before kindergarten.
Before that, she learned to eqjoy books from reading with her dad before bed. One of the
things her dad did to make her learn to read was play a game. After they had read a book
together a few times, her dad would read the book and say the words incorrectly.
Morgan's favorite thing to do was correct her dad and his reading errors. This game made
her pay attention to the words and the pictures.
Since she enjoys drawing pictures and making up stories, Morgan has even started
creating her O'wn books at home. She writes the stories first and then illustrates them.
Sometimes she draws pictures for books that were already written by famous authors.
Morgan said that sometimes she escapes into the world of the book. She said, "I imagine
what it would be like if I was really there." After she stops reading, she draws the pictures
in her mind.
Morgan enjoys being read to and reading by herself equally. Reading by herself
makes her .feel like an adult, but being read to is easier when there are difficult words she
does not understand The rest of her siblings sometimes read but not an the time.
Her favorite spots to read are her parents' room, the living room, her bedroom, or
the secret tree she found outside. She only uses the tree when it is WanD, of course. While
reading, she needs complete silence or she cannot concentrate.
Morgan matches most of the assumptions. The exception, of course, is that her
siblings do not seem to enjoy reading as much as Morgan, according to her. The problem
with judging reading enjoyment by how much children read is that age matters. At
Morgan's age, she does not have very much homework to do or many responsibilities to
fulfill at home. Her older siblings might have more obligations or responsibilities. When
children are Morgan's age, it is obvious they will have plenty of free time. The other
17
problem is that Morgan may not be the best monitor for how much her siblings read. If
her opinion is true and the siblings do not enjoy reading vet)' much, then that assmnption is
untrue in Morgan's case.
Morgan's visual mind can help her enjoy reading through her art. It is a wonderful
idea for her to write stories based on art or art based on stories. Picture books should be
used often. Sometimes adults want to stick to the written text. It helps to stop and ask
questions about the pictures while reading: What is happening here? Why is the character
doing that? Also, repetition seems to help Morgan, hence her dad reads each book several
times. The game they invented together helped her to keep concentrating. One thing that
might help Morgan is a large-print book. The large letters grab the eye and hold attention.
18
5ea Vl
--
-~-
1-3. SEan likeg to isolate himself while he il, r('ading. At home, he even reads und8f his bed.
At school, he reads in t.he back M the room.
19
......
Sean
Sean told me, with a serious face, that his favorite author, Dr. Seuss, had recently
died. Because I had been unaware of this fact, we talked about Dr. Seuss briefly. Sean
appreciates that Dr. Seuss likes the way words SOWld. He explained that if Dr. Seuss
couldn't find the right word, he made up one that so1.U1ded right One of his favorite Dr.
Seuss books is Green Eas and Ham. Sean also said that Dr. Seuss used pictures for his
books that showed how kids would imagine the stoIy.
Sean was an eady reader. He began reading by himself in pre-school. Today, he
guesses that he reads nine to ten books a week. If he finds a word he doesn't understand,
Sean looks it up in the dictionary his parents bought him. When asked why he prefers
reading by himself: Sean said, "WeD, sometimes you just have to read on your own. You
have got to Jearn sometime." Despite the fact that he has a large family, Sean believes his
other siblings do not read very much. In fact, he says he reads the most in the family.
As far as environment goes, Sean reads under the bed in his room. For light, he
uses a flashlight. He needs that privacy. Sometimes, he listens to music with his
headphones.
He showed me the book Color Color. The book did not have much written text,
but the colors told a story themselves. Besides standard illustrations, the book contained
transparent sheets of color, like Reynolds Wrap or a camera filter. When these were held
up to the pages, of course the pictures changed color. The pictures seemed to fascinate
him. He kept prompting me for what the next picture would be and saying, "You've got to
see this one!"
Sean seems to be a visual reader, based on the color book, although he also enjoys
the written word, based on his admiration of Dr. Seuss. Sean's need for space when
reading causes him to read under his bed, ahnost hidden from everyone, and with
20
earphones. He has also learned to use a dictionary so that he does not need anyone else
while he reads. I also noticed that Sean had trouble ignoring my camera for his picnu-es.
Most likely, he saw me as an intruder upon his reading space. Sean fulfilled aD. of the
assumptions, except for the one about siblings. See the profile of Morgan for the problems
with this asswnption.
21
8
,~
f;~~~
)
1-4. Alex reads a
'~olorr\lli:1
decorated atlas. Alex's beli""f thl::.t the charade!'", rri)fn the
nur"ery rhyr.w. ".Jack and .JiIl" are rNd p£',)ple offers a t€'stimc·ny to thp power of literature
on children's minds.
Alex
Alex enjoys Dr. Seuss and his "nonsense words." What impressed Alex about Dr.
Seuss is that he had written so many stories. Alex enjoys all of them. Since Mrs. Glutfs
classroom has a lot of Dr. Seuss books, Alex usually grabs one of them for DEAR time.
Alex started reading by himself about eight months ago. The teacher and his
parents decided to emoB him in a reading program for some extra work. The program
gives students short books that they read and think about afterwards. After he does the
work independently, he can ask for help if he needs it Alex said it is hard for him to read
because sometimes the words clwnp together.
One difference between Alex and other children who have difficulty reading is that
he stiR prefers reading by himself, as most ofhis classmates do. Usually children who
cannot concentrate need that extra voice to keep them on track, but Alex says that he needs
quiet. The voice distracts him. However, Alex mentioned that he does like to have the TV
on while he is reading. The TV keeps him from being distracted. The difference may be
that one voice is directed at him, while the other voice is speaking to others. Whatever the
case, Alex is a student with whom teachers should definitely use different strategies for the
most effective readUlg experience.
Another thing that I enjoyed about the interview with Alex was our talk about "real
or fiction?" When I asked him how he could ten which stories were true and which stories
were invented, he said, "You can ten if a story is fake or real if you have heard of it. Like
'Jack and Jill,' that's real. People talk about Jack and ftll all the time." Alex's assurance
gave a strong testimony for the power of stories on youth. Children hear the story of Jack
and Jill so much that those characters gain almost godlike status. Over and over, since the
nmsery rhyme was invented, Jack and Jill have been falling down repeatedly in the minds
of children.
23
Alex enjoys reading most in his room where there is peace and quiet. His brother
reads a lot. Although they share a room, Alex can still read with concentration since his
brother is also a quiet reaaer. Sometimes, he likes to eat and drink while reading. The best
thing about books, according to Alex, is that "You get to learn things about new people. "
That statement sounds strangely like Joan 1bron, who said, "We are drawn to books
because we know that in the best ones we win find others like and tmlike ourselves" (340).
It is this motivation to leam about new people that has kept Alex reading, even though he
has difficulties concentrating.
With children who see words as clumped together, like Alex did, Marie Carbo
suggests that teachers use color overlays (39). Adding color borders or color around the
letters adds depth to the words. Obviously, what Alex enjoys best about reading are the
stories themselves. Reading aloud or reading alone with discussion afterwards would both
be good ideas. Alex fulfills all the assumptions of my typical child reader. He seems
willing to try to improve his weaknesses. That is all a teacher can expect from any child.
. One thing to especially avoid is emph.asizjng weaknesses. Alex knows he does not read as
quickly as other children. At this critical point, if teachers can keep him enjoying reading,
he win not give up.
24
1-5. .Johann3., with her
and
dtorif:l~
that
!"tlri(lu~
~hildren
mind. prefers reading science books over the picture books
are traditionally known to enjoy
Johanna
Johanna proved to be a unique case. When I first asked her what kind of books she
preferred, she automatically said science books. Science books are definitely academic.
They are not the type of books children usually read for pleasure. The book she picked to
show me was also a non-fiction work. Johanna has a cwious mind that wants to know
how things work.
She is a new reader and started reading alone only this year. Perhaps with her
science-oriented mind, she preferred to observe the outside world rather than to read books
indoors. Johanna estimates reading about five books a week. Now that she can read
alone, she prefers this type of reading to being read to by an adult When asked why, she
replied, "Because you are actually doing something on your own. "
Before she learned to read alone, she was read to by her dad. Besides reading
books, Johanna's dad chaDenged her reading skiDs by giving her smaD tests. He asked a lot
of questions about the pictures, which might explain the fact that she has not been reading
by herself for very long. Attention was focused on the pictures and not on the text. Her
siblings both read a lot, which is something that usuaJly influences children to read more
than usual.
For environment, Johanna reads in her room next to her goldfish. She enjoys
listening to music as she reads.
The book she chose to show me was caned~. The book was basically a game.
The text identified objects that could be found in the pictures. For instance, one clue was
"eight bears." Readers are supposed to read the words and then try to find the objects in
the photos. The illustrations were color photos of arrangements of different objects. One
page had a series of colored blocks stacked into structures with smaD objects interspersed
within the towers. This kind of book worlcs for an active mind like Johanna's. The
26
pictures give clues to what the text says. If a child sees the word "bear" and is having
trouble reading that word, he/she is helped when he/she sees a bear in the picture.
For Johanna, I would suggest using her love of sci~ce to supplement stories. For
instance, if a book has lots of trees in it, suggest that she coDect leaves or color pictures of
leaves in different seasons. Refer to the pictures often and allow her to notice the details
within them.
Johanna matches all of my assumptions except for her reading preferences.
Obviously she enjoys reading books that reveal the real world more than fictional stories.
In this case, the first thing to change would be some of the reading material. Natw-aDy, she
must learn to read all kinds of books and not just her preferences. However, a change of
emphasis to the scientific aspects of the book would certainly be positive. For instance,
after reading Eric- Carle's The VetY HllDIPY Cats;mjUK a teacher or parent could mention
some things about caterpillars and how they live.
27
~!
til
1.1
I
..
~
~----------
1-·6. D€'rek says that his favorite books ar,:, the Hardy Boys mysteries. DBrek
child who did 'lot eare if his chair v"as "oft. 'Jr not. ::1,. long as he had his
28
"\\iT1
wa:~
the only
reading spaee.
Derek
Derek already prefers adolescent literatme for his reading material. He told me that
his favorite books are the Hardy Boys series. He even watches the TV series, based on the
books, that is currently running. Derek likes to read these mystery stories because they
allow him to try to figure out "whodunit" before the Hardy Boys. He enjoys watching the
boys "get smart" to the guilty person or secret.
One thing I noticed about Derek, as I was interviewing him, was that he took a long
time to answer the questions. I could see him thinking, weighing each word, in his head.
He was a vety serious boy who wanted to give honest answers to the questions being
asked. It was this matme quality that made me understand why he would like the Hardy
Boys stories so early.
He started reading before school started at age five. These days, he reads about 4
books a week. His nine-year old brother reads even more-about eight books a week. At
home, the person who reads to him is his mother. Before he learned to read by himse~
she read him stories, and they both made voices for the characters, such as wolves or
witches. Despite these fun times, today Derek says he prefers reading by himself. His
explanation puzzled me. He said, "When you read by yourself, you don't have to listen. "
When further questioned, he said he meant that when his mom read to him, he couldn't
hear the words inside his head very clearly.
Another thing Derek said about reading was that he sometDnes escapes into his
book world and forgets the present. There have been times when his mother had called for
him, and he couldn't hear her voice. When she finally came upstairs to demand that he
answer her, he did not understand why she was so upset. This kind of involvement in
books is typical of a child of Derek's reading maturity.
He reads in his bedroom with a dim light. The picture I selected to represent Derek
does not show this fact, but the first time I was taking pictures, Derek had one of the more
29
interesting reading positions I saw. He sat and read his book at the computer. He did not
look at the computer but sat in the hard chair and read. Most of his classmates sat on the
floor with comfY pillows. Derek said that in this place, he didn't have to look at the other
children. They would not distract him if he was in front of the computer.
Derek did not match a couple of my assumptions. First, Derek is the first child I
talked to that mentioned prefening a hard chair to a comfortable cushion or pillow. It
might be that seating is inconsequential to Derek or that hard clWrs help keep him awake.
Whatever the case, it was obviously more important to Derek that he have his space than to
be comfortable. Second, the type of book Derek read was inconsistent with my
asswnptions. Even though the Hardy Boys stories are fictional in nature, the mystery is a
genre that relates more to truth than to fiction. The characters are usually somewhat
realistic and the situations descn'bed could easily happen.
I would give Derek as much reading independence as possible. His
ability to surrender to the text and to ignore environment gives him a solid basis to read
without control from an authority figure. As Derek gets more independent, discussion
about the text and themes might even be possible at this stage.
30
ortj
1-7, Carly ",'ears a Winnie the Pooh :"hirt
tIl
"how wh(> her favorite book charact.er i", When
she reads books out loud with her fat.her, they
,1:'8
:n
voices for the different charaeters.
early
Carly's favorite books are the Wmnie the Pooh series. She especially enjoys the
story where Pooh gets stuck in the window of rabbit's house~ The other animals try to
push or pun Pooh out of the hole. Wumie the Pooh stories were Mitten by A.A ~e.
However, now Disney adapts various stories for boo~ movies, or toys. Carly has a Pooh
story on tape that comes with a foDow-along booklet. She remembers that the Groundhog
says, "Turn the page, turn the page!" to inform kids that a page turn is necessary.
Carly guesses that she started reading by herself when she was five years old
Before she read by herself, she remembers her dad sitting down with her to read a book
together. To increase enjoyment of reading, Carly and her father started using "voices"
when reading. She says her best voice is her "serious boy" voice. When I asked her what
kind of voice that was, she said, "Ifs when you get mad and say, 'No, I mean it'" Carly did
not want to show me her "serious boy" voice.
She has one sister who is ten years old. Her sister does not like to read very much.
Carly explained that her sister had too much homework so she did not have time to read.
Before her sister had so much homework, she was an avid reader.
Carly guesses she reads about six books a week. When I asked her if she went to
the library a lot, she said no. When questioned further, however, she said that she really
did go to the lilmuy but did not have her own card. I asked her what was in the library and
she said there was a hopscotch game that was a lot of fim.
When she reads now, she prefers to read by herself. Carly said that reading by
herself was "good reading." She explained that she would become a better reader if she
read by herself Carly prefers to have no distracting noises, such as music or TV, playing
while she is reading. When Carly reads, she sometimes forgets what time it is.
32
Her favorite reading spot is on the new furnitw'e in the living room. She said that
she always reads where there is a lot of light because "It is really bad for your eyes when
you read in the darlc. "
Carly seemed to be a lot like myself when I was younger. Her answers in the
interview seemed to agree with an the assumptions I made. Reading was encow-aged by
the books she and her father had read together. Her sister used to read a lot-something
Carly probably noticed as a child. Carly's favorite books are obviously the make-believe
stories that I indicated on the assumptions. Dwing the interview, she puKed out the book
The Enonnoys Crocodile by Roald Dahl. The main characters were animals. The
crocodile was trying to eat a child for hmch but, instead, gets thrown into the sun by a
protective elephant.
Carly is the typical independent reader who has a vivid imagination. She talked
about her "book world" that she enters into when reading. For Carly I would suggest just
letting her read as many books as possible. Then, allow her to use her imagination by
drawing pictures of scenes missing from the picture books.
33
1-8. Kiley '"lh,-,ws his aetion-orientt'd reading c3ty Ie in hi~ rHt;\ement;;
when he ean
nhA~)
and intE'raet with others,
Kile~. reads better
Klley
I could teD right away that Kiley was a kinesthetic or action-oriented person. Kiley
learns better when he can move and take part, instead of passively reading or listening. He
told me right off, with no embarrassment, that he only reads about one book a week. In
fact, he was surprised I had chosen him as one of those to interview.
He enjoys two types of stories best: animal stories and army stories. Again, action
is emphasized The anny stories he described had many pictures. When questioned about
how he got interested in those books, he couldn't remember. Since most of the other
children said they read about five books a week, I asked him what he preferred to do
during free time. As I had guessed already, he named building with Legos as his favorite
pastime.
His II-year old sister reads a lot of magazines but not very many boob. As most
kinesthetic learners do, he prefers to be read to over reading to himself. When his mom
reads to him, it does not take as long. He also feeJs he understands the words better this
way.
His reading spot is on the couch with a bright light. He watches TV a lot and often
reads while the TV is turned on to a low volume. The soWld helps him to concentrate.
When I asked him to choose a book off the shelf to show me, he chose one about
the planets. The words were simple, telling about the solar system and the arrangements of
the planets. The pictures were photographs taken by astronauts. I asked him if he
preferred this book to a Dr. Seuss book which usually contains exaggerated illustrations
and nonsense words. He again said yes. To him, it was more interesting to see something
real than something invented.
Obviously, Kiley does not fit many of my assumptions, which is exactly why I did
choose him as one of the students to interview. Just as I stated at the beginning, reading
activities should be specialized for each individual.
35
Kiley does enjoy reading but not in the same way that a visual student does. He
still prefers to be read to over reading by himself Kiley may be one of those students who
Carbo describes: "For some students, words may swirl and fall off the page (39)." The
added emphasis of having someone speak the words while Kiley reads to himself keeps
those words on the page.
Whether Kiley does not read as many books as the other children in the class
because his sister does not read vety often remains to be seen. But it is possible that he
grew up seeing her choose magazine reading over books. Watching others in the house
can certainly influence a child's perceptions of which reading is worthwhile.
Most interesting of all was Kiley's preference for realistic books over make believe
stories. As a child, I always preferred the books with bright pictures and fwmy words.
Besides the planet books, remember that Kiley also named books about the armed forces.
His preference to know about the real world indicates an empirical mind combined with his
action-oriented way of learning.
Kiley is definitely a child with whom a teacher would want to use different reading
approaches. For instance, reading games or tracing letters with a finger are known
techniques. Burris Laboratory School seems like a flexible environment that would work
for a child like Kiley. In my YOlmger years, he would have been Iabened "slow. "
Hopefully, teachers are realizing the need to adapt tried-and-true reading methods for each
child.
36
o
n
1-9. John (left) reads better with a partner because he gets distracted if he is alone.
37
John
John seemed to tike the nmsery rhyme or childhood fable best. He mentioned
"The little Red Hen, " "The Hungry Fox," and "The Three Little Pigs" as favorite reads. I
wanted to include John in this report because he seemed tike the typical "non-reader."
Notice I did not say "slow" reader. John did not seem slow to me at an. More than
anything, he seemed bored with reading; he was certam1y capable. Of an the children
interviewed, he seemed the least interested in my project. He kept asking me to repeat
questions--possibly because he was not listening. According the Carbo's Reading Styles
Inventory, John does not enjoy reading because he has not found his own style yet or
because someone told him that his style was incorrect. There was more evidence of this
possibility during the interview.
He reads about one book a week by himself. He admitted, "I don't read much." If
he reads with someone, it is either his mom, dad, or IS-year old cousin. When I asked him
what they read together, he did not seem to remember or be interested in remembering.
Perhaps reading 1ime was not enjoyable for him or his parents just made it mandatory. In
fact, his four-year old brother spends most ofhis:free time on the computer instead of
reading, indicating that this apathy to reading may nut in the family. Reading usually
makes John tired and puts him to sleep. He reads on the couch or in his mom's room.
The most revealing infonnation came out during the "pick a book" part of the
interview. First of all, rather than choose a story book, as most of the other students had
done, John chose a reader-something he has to read for school His selection showed me
his emphasis on school reading. This would explain the stories he mentioned to me at the
beginning of the interview. I checked afterwards, and all of the childhood stories
mentioned were included in the readers. Those are the only stories he knows about. He
does not see reading as a fim activity. If he reads, it is because an assigmnent has been
given. As usual, I asked the students not to read, but to summarize what was happening
38
throughout the story. I said this statement several times to John. He continued to read me
the words on the page. He seemed unwilling or incapable of making the jump from
receiving infonnation to using the infonnation from the text., AU he could do was read the
words and regmgitate them to me.
I came out of this interview at a loss for suggestions to increase John's reading
enjoyment. First of all, as a teacher, I would not attempt to ostracize John from his other
classmates and target him as a "problem" reader. Instead, I would introduce him to
different ways he could make reading more interesting without being dogmatic. For
instance, drawing artwork for the stories would encourage him to use his imagination,
which seemed asleep during the interview. Another thing I would ask him to try would be
to create his own story. Ifhe is bored with reading, maybe he needs a challenge. His
reading preferences and thoughts on reading would be considered.
39
roc
1-10. Brock prefers non-fiction bo.)h, He proved it by readil'g a Charlie Brown bovk that
tE'aches childr,:.n about planes and airport terminaJ5,
Brock
Once again, I fOlmd a child who preferred realistic, non-fiction reading over fantasy
books. When I asked Brock about his reading preferences, the first thing that popped out
ofhis mouth was "dinosaur books." The books he described to me were not made-up
stories like Michael Foreman's Dinosaurs and AU That Rubbish He seemed to prefer
scientific books that described how dinosaurs reaDy lived in the Prehistoric Era. Brock said
he liked to read about the dinosaurs' speeds, sizes, and the foods they enjoyed. In the
books that Brock reads, the scientifically accurate actions of dinosaurs are described; in
fantasy stories, the author will try to give the dinosaurs thoughts and feelings.
Brock also mentioned that he liked to read books based on the mmie Star Wars.
When I asked what he liked best about such books, he said he liked to learn about the ships
and equipment that the Jedi Knights and different beings canied and steered. The Slit
1Ym. series is a fantasy story, but I found it significant that Brock did not care so much
about the story as the weaponry used. It would be like learning about guns used in the
Civil War. The movie became so important to this generation that a whole world was
created for the characters, including holidays, habitats, cultures, and behaviors. Many of
the fans consider it another world, just as real as oW' own. Brock, in a way, is simply
learning about a different culttu'e.
He has been reading by himself since the fourth week of first grade. I found it
amazing that he knew exactly when he had learned to read by himself. Like most of his
classmates, he prefers reading by himself rather than reading with a parent If a book is too
difficult for him to read, he asks his mom to read it to him. His thirteen-year old sister
reads often, which may have influenced him to read.
For a reading environment, he enjoys sitting in his room because it is quiet.
Sometimes, he listens to music. The lighting is bright to help him see better.
41
When I asked Brock to show me a book, he had a hard time selecting one from the
class bookshelves. There are not many realistic books in the first-grade reading comer. He
finally chose a book from the Peanuts series by Charles Schultz. I had to laugh when I saw
that the book he chose was about airplanes, the Red Baron, and weaponry. In the comic
strip, Snoopy is known to pretend he is the World War I Flying Ace baUling the Red
Baron, an actual German plane pilot. Again, Brock is learning about real events and
people, even though the book is based on a comic strip. The book had a lot of
intertextuality because it encow-ages children to combine their outside experiences with the
pictures and words to create the total text (See example below). This book contained
written text, baBoon dialogue for the characters, diagrams, and signs hanging in airport
lobbies and schools. Brock said he did not read an the words. He read the written text and
the diagrams, which indicated that Brock found it more important to know about the
intricacies of avial technology than to discover how the author descn"bes thoughts of the
characters. The main diagram had the parts of the plane 13beled on a chalk board.
An interesting thing that happened was that Brock invented parts of the story while
he was describing the book to me. I ask the children not to read the book aloud but to
describe, in their own words, what is happening. In this manner, I gain a better insight into
what the children see about the book. In one pictw"e, there is an airplane. Brock
mentioned that the people inside were wearing space suits. Space suits were not mentioned
or pictured anywhere in the book. The space suits were an invention on Brock's part.
He also invented feelings for the characters. The Peanuts characters usually reveal
feeling by dialogue and facial expression. One of the characters who does neither is
Woodstock, Snoopy's bird mend. I was amused by the nwnber of times Brock told me
what Woodstock was feeling. For instance, in one illustration, Snoopy drives away on the
plane. Woodstock is hopping behind the plane. Brock said that Woodstock was really
annoyed at Snoopy. Woodstock did not look annoyed. His facial expression was blank, as
42
usual. Here was a good example ofintertextuaJity. An example of the process that went
through Brock's mind might be:
1.
2.
3.
4.
Brock remembers a tUne when one of his friends left him behind
He remembers that he was annoyed by his friend's actions.
He sees that Woodstock has a similar experience in this book.
Brock projects his feelings from his own experience onto- Woodstock, asswning
that since he was annoyed, Woodstock must be, also.
Brock's inventive mind allows him to enjoy books in a different way than some
children. Therefore, I would suggest that if Brock so desired, he read stories deaHng with
real events, such as wars or other historical events. Brock would be more interested in
reading about the colonization of America than in reading stories about Pooh Bear. A
good group of books for him would be Mitsmnaso Anno's group of wordless picture
books. Of course, he should read books with written text included, also. But to satisfY his
interest in histOJ)', these books would teach him new things. There is Anno's AmeriCt\
Great Britain. and EucOJX!. The books have page after page of pictures. The format is
ahnost a Where's Waldo? book. The reader must examine the pages closely to find the
events being described. The book dealing with America has a structure of Atlantic Ocean
to Pacific Ocean. The pictures move westward, telling the st01), of America's growth while
showing famous people, places, and events. Reading material would make a big dttIerence
to Brock.
43
I
text.
Jackie
One of the reasons I chose Jackie as one ofmy subjects was her reading position.
Although not shown in the accompanying photo, when I took the first set of photos in the
class, she was basically hiding in a comer. In the comer of the room, there is a big storage
closet that is almost touching the waD. She read in the enclosed space between the closet
and the wall. Her need for total isolation interested me. I guessed from these actions that
Jackie would be easily distracted and needed to be focused. During our intem.ew, I was
proved correct. Because of the timing of the interviews, they had to be done during class
time. Jackie kept getting distracted during her intem.ew whenever there was a pause. She
needs isolation yet there must be soWld. Even though she was isolated in her comer, she
was still close enough to her classmates to hear soWlds. She wanted to Know what her
classmates were doing. In the picture shown, Jackie is reading near a group of mends.
Owing this second photo shoot, it was extremely difficult for me to catch Jackie reading
because she was not reading. Since she was too close to her mends, she kept being
distracted from reading.
When asked about her favorite books, she mentioned the book StonnY Weather.
based on the RlJ&ljlts TV series. She likes this book because of its hwnor. She enjoys
books that make her laugh, which explains her other favorite books, Dr. Seuss books.
Jackie said she Cf\joyed the poems written by Dr. Seuss. I thought it was interesting that
she said "poems." Jackie realized that the words rhymed and, therefore, asswned the book
must be full of poems. She etUoys the way words sound. I detennined by this, and her
choice of book later, that Jackie enjoys the aural aspects of reading best.
Jackie guesses that she reads two or three books a week. She enjoys reading by
herself best because "It takes longer so that I have time to really Wlderstand it." The only
books she likes to have someone read to her are books she has to read for school
assignments. In other words, Jackie will only put forth the effort to understand what she
45
reads when she is anowed to pick the book. If someone gives an order or assignment to
read, she is somewhat passive. She eryoys reading best in her mother's bedroom. The bed
is more comfortable than the one in her room because her n:tom has more pillows. Jackie
likes to read with the TV on. She said, "I don't look at the screen; the sound just keeps me
focused on the book. to This philosophy may not make much sense to someone who needs
complete silence, but if a child like Jackie does not have a sound to aUract her attention,
her mind will wander away from the task at hand.
Jackie chose to read a story from one of her reading books. A chick who runs
away from its mother is captw"ed by a fox. To avoid being eaten, the chick promises the
fox three wishes if it will not eat him. The chick has no magical powers but runs away
after the third wish. Jackie made several additions to the text. As mentioned before, 1
believe Jackie is an aural reader. What she added was textual in nature. Where only a
picture existed, Jackie told me what a character was saying. Inside her head, Jackie could
hear dialogue going on even when it was not provided by the author.
It is obvious, then, that Jackie is interested in sounds. First, when she was doing
quiet reading, she did so in an isolated spot yet it was close enough to hear the
conversations of her classmates. Second, when reading a Dr. Seuss book, Jackie placed
special emphasis on the rhymes in the books. Lastly, if she is doing silent reacting at home,
she likes the television on to keep her focused. I would suggest Jackie use books on tape or
music on a headset during reading times.
46
Part III
Conclusions
47
Conclusion
In looking back at the interviews, I wanted to know how many of my asswnptions
seemed true for these children and which needed to be changed. I have listed the munber
of children who seemed to agree and disagree with each asswnption, indicating the results
of the interviews. In the last column, I indicate the percentage of children who confinned
each assmnption. Remember, there were ten first-grade children interviewed. When I say
"the children" I mean the specific children I interviewed. The assumptions were:
~
Ilisa&fCC
The children like reading.
10
0
100%.
The children are read to at home.
10
0
100%
The children preferred comfortable
seating to hard chairs.
9
1
90%
By first grade, they enjoy reading by
themselves more than with a
8
2
80010
Reading is encouraged at home.
10
0
100%
The children who reaDy enjoy
reading also have siblings at
home who enjoy reading;
likewise, the children who do
not enjoy reading as much
have siblings who are not
a~d readers.
6
0
100010
The children enjoy imaginaty stories
more than realistic ones.
6
4
60%
The children need complete silence
when they read.
5
5
50%
AssUIl\Ption %.
parent.
Based on the information coReeted from the interviews, then, it is ob~ous that
these children do enjoy reading. As they are becoming more aware of the world they live
48
,
1-12. Kevin reads an old favorite. nr. Sells5. I)n one of the many body-size pillov, 5 Mr".
Gluff selected for the reading corner in thE' first-grade dassrOI)TI1.
in, children are naturally curious and interested in learning new words, ideas, and
infonnation. The infonnation about seating preferences shows that most children in this
class enjoyed sitting in comfortable, cushioned chairs. Children feel more relaxed and
open when they are comfortable. A hard chair may seem too much like a classroom,
where they are passive receivers of infonnation, rather than active participants in creating
new knowledge.
Before discussing the findings from the interviews, it is interesting to
can attention
to two questions that did not get much reaction from any student. They were:
Are you in any book clubs or summer reading programs?
Do you feel like you are somewhere else when you read a book?
First, none of the students interviewed said they had ever been in a summer reading
program. I was surprised at this infonnation because when I was a child, I was in the
summer reading club yearly. Participants had to read books and then give brief summaries
to their parents. Parents would then initial the space next to the list of books described to
them. After reading fifteen books, children received a free pizza. After that, the point was
to read as many books as possible. That none of these children I interviewed have
participated in summer reading programs is not especially traumatic, but it is interesting.
Perhaps Muncie does not have summer reading clubs at their bDrarles; however, they
should. The reading club not only influences children to read books, but it also teaches
them to fonnulate ideas about books. Parents have to be convinced that children have read
a book to initial it. Children in the program learn the concept of theme when they have to
describe the point of the story.
Second, I asked the children interviewed if they felt as if they were somewhere else
when they read books. Most of the children gave me blank stares or raised eyebrows,
indicating that they do not forget about time when they read a book. On the other hand, it
is possible that some of the children interviewed do lose track of their 8lDToundings but
cannot match their experiences with my description. Children may just call this book travel
50
"make believe." Perhaps these children are too yoWlg of readers to have experienced
escape into the world of fantasy yet It may not be until high school that these children
startle to hear a ben ringing, intenupting their reading of a wonderful book. I called
attention to these two unanswered questions because we can learn as much from questions
the children ignored as from questions the children answered without hesitation.
While most of the children interviewed did prefer reading by themselves, it is also
true that two of the children still prefer to read with someone. As age increases, reading
becomes more of a solitary activity, but some first-grade children have not made that
transition yet. A teacher could use this information to realize that a group reading, where
the teacher reads out loud to the whole class, could be beneficial to those who prefer to
read in groups and enjoyable even to those who prefer to read alone.
Several of the assumptions made dealt with the family, whether it be parents or
siblings. Based on the information given dwing the interviews, it is obvious that home
environment matters in molding a child's attitudes about reading. In most cases, the
children who enjoyed reading also had siblings who enjoyed reading. Likewise, the
children who did not seem to enjoy reading had siblings who felt the same way. It is also
apparent that the parents of these children are dedicated to providing an environment
where reading is possible, since all ten children were read to at home and were encouraged
to read.
My last two assumptions, the children enjoy imaginary stories more than realistic
ones and the children need complete silence to read, were not consistent with the
infonnation I received in some of the children's interviews. Therefore, it is in these two
areas that I have learned the most. For one thing, four out of the ten students did not
prefer imaginary stories to realistic ones. Some of these four students preferred books such
as science books, mystery books, or astronomy books. When I took my children's
literature course at Westminster, the teacher only showed books with fictional stories.
There was no examination of picture books about insects, planets, or real events. Based on
51
the information I received from the children, I know that these books can be used to
stimulate student interests in academic pursuits. Because I plan to write some children's
stories, I could write some non-fiction books for children as ~en as picture books.
..
My last assumption was that children need complete si1ence to be able to read with
~
understanding. I based this statement on personal experieriee of how I read. Some of the
children interviewed enjoyed or even needed music to help them concentrate. This
information could be used by teachers in deciding what equipment to have available in the
classroom. Headphones or a smaJl radio could be used. However, half of the students did
require silence so headphones would be a good choice to accommodate all students.
I would make two recommendations to Mrs. Gluff for future classes. First, I would
suggest that Mrs. Gluff purchase more non-fiction books for her reading comer. Most of
the books in the room had cartoon pictures and made-up stories. I suggest she buy some
books describing nature, the universe, planes, or anything else the students seem to be
interested in. In this case, I would ask each student for lti.slber hobbies or interests.
Second of all, I would definitely purchase some headphones and tapes for the
students to listen to during DEAR time. When I took pictures during their reading time, I
noticed many of the children could not concentrate because of too many outside noises.
Maybe headphones could focus certain students to the task at hand. The students probably
know if they need silence or not. Headphones would be a wise purchase and could be
used for several activities in other areas of the classroom.
Interviewing these children was a challenging task but also an enjoyable one. It was
encouraging as a hopeful book author to see so many children excited about reading. Their
enthusiasm may have been existent since birth. More likely, the excitement comes from a
combination of youth and parental encouragement. At this age, children have the capacity
to get excited about many different activities. It would be interesting to see how the
children reacted to similar questions at an older age, such as third grade or even older.
52
As a writing tutor at Ball State University, I get to see first-hand how many college
students complain about reading. As adolescence and adulthood veil the children we once
were, reading becomes synonymous with assignments, taking notes, and writing essays.
Many adults are too busy wi1h work and responsibilities to sit down and read for the pure
enjoyment of it. In a couple of years, the symptoms of this "reading cynicism" may
become apparent in the same children I interviewed who were so excited about reading.
What is it that happens to children that makes reading less enjoyable or even boring? Can
it be stopped in any way? Mary EDen VanCamp, an Associate Professor of Children's
Literature at Ban State University said, "It may be that if a child continues to see Mom and
Dad reading, the child will continue to be an avid book reader. If he/she asks a question
and Mom says, 1 really have to read this right now,' the child may tmderstand that reading
is important even to adults." A foDow-up study on each of the children interviewed in this
thesis and a search for symptoms that make reading less enjoyable to teenagers and adults
would be suggestions for further study.
In conclusion, analyzing children's reading styles and preferences is important in
discovering how to open up the world of reading to children. When I made asswnptions
before I interviewed the children, I assumed that these children would have the same
attitudes as I had. Some teachers and parents may assume likewise. After talking to the
children and reading Carbo's theories, however, I realized that every case is different.
However, one thing remained consistent. The children did like to read when their needs
were met. It just takes a little time to find out what those needs are for each child. In the
end, however, that little bit of time can make the difference between a child who tolerates
reading and a child who is freed by reading.
53
Questions Asked in Student Interviews
I. What do you like to read in your free time? Give som...xamples.
2. When did you start to read by yourselr?
3. About how many books do you read a week?
4. Are you in any book clubs or summer reading programs?
5. Do you prefer to be read to or to read something by yOW'SCJf'?
6. When you read a book, what happens? Do you feel like you are somewhere else? Can
you hear what's going on arOlmd you?
7. Do your brothers and sisters read a lot?
8. Where do you usually read?
9. Do you do other activities while reading?
10. Have them show a favorite book.
54
Part IV
Related Articles
55
United States Trade in Books, AAP Estimates from
1980-1996
*Does not include book clubs or mail order
Figures are in Millions of dollars
Juvenile Paper
Juvenile Hard
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
42.3
43.2
77.1
65.7
72.1
116.9
131.4
156.6
192.8
236.4
269.6
304.8
326.6
368.7
393.0
.509.3
168.5
190.2
206.9
190.3
208.2
358.7
415.0
478.5
558.4
665.1
768.9
859.0
8.50.8
767.4
823.4
843.2
As you can see from the nmnber chart and area chart, the sale of children's books,
as recorded in Bowker's Annual, years 1982-1995, has steadily grovrn until recently.
Between the years of 1992 and 1995, there was a CGR (compound growth rate) of
-0.3 %. In contrast, the CGR records in the preceding years grew quickly, reaching a
climax between the years 1982 and 1985, when it was 20.4 %. While the sale of children's
books is still larger than it was dwing these years, the growth rate is starting to decrease
and remain stagnant. In the most recent edition, the 1996 edition, the compound growth
rate of juvenile literature finally reached the positive side again, a mere 1.7 0/0, between the
years 1992 and 1996. In the July 21, 1997 edition ofPubJisher's Weekly. the editors
named the past year a May Massacre for juvenile literature, as children's book sales
dropped to -44.90Al ("May" 107). The figure described the fiscal year 1997 only up until
July. Since sales have dropped from the 19808, it is obvious that growth of the children's
book industry is not happening.
56
The growth rate is important because book prices continue to rise every
year, due to inflation. In the second chart in this section, the average price of children's
books is given for the years 1980 to 1995. Besides a sharp climax in 1991 and some small
changes, the average price of children's books has risen smoo1hly. In contrast, the chart
and graph descnDing children's book sales in the past 16 years is fun of ups and dovms,
indicating that the growth rate of book sales has not been as smooth as book prices. When
the growth rate begins to dwindle, it is asswned that children, or more likely, the parents of
children, are spending their money on different things. The need to motivate children
to read is greater than ever. Quality children's books are a necessity if children's books are
to continue to be valued by the public.
Hardcover and Paperback Books, Average Prices
for United States, 1980-1995
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
prices are in dollats ($)
Juvenile Hard
Juvenile Paper
8.16
figure unavailable
8.31
8.78
9.73
10.02
9.95
10.64
11.48
11.79
13.01
13.01
16.64
14.46
13.87
14.59
14.55
1.79
2.05
2.24
2.31
2.71
2.71
2.80
3.18
3.19
3.56
3.38
3.61
3.54
3.71
3.99
51
Hardcover and Paperback Books
Average Prices, 1980-1995
p
r
c
e
x
1
o
o
1980
1981
1982
1983
1984
1985
1986
1987
1988
Ye~
1989
1990
1991
1992
1993
1994
1995
Ideas for Inereasing Reading Enjoyment
As I was researching other case studies of young readers, I came across many
suggestions for making reading more enjoyable for young children. I decided to conect
some of these, and some of my own ideas, together as a manual.
Parents should actively read to their children at home.
Most of the research dealing with the benefits of reading aloud to children is based
on the famous Haringey study that lasted two years (Hayden 334). In the article by Tizard
et al., researchers in the Baringey study discovered that the children who improved were
the ones receiving extra practice at home.
However, a recent article by Ruth Hayden also suggested that some students don't
improve by this method "tmless parents have received some training in specific areas to
assist their children during reading sessions" (334). The main thing parents should
remember when reading with their child is that irs not necessarily enough just to force
himlher to read. Reading must be supplemented by interaction with the text Reading
works in the same way that hearing does. Just because someone hears a statement doesn't
mean he/she understands what is being said, even if the listener is concentrating.
One suggestion for a possible interaction with the text would be to have a
discussion. After a book is read or even dwing the reading, parents could ask questions
about the point of the book or the motivations of the characters. When I read a book with
my four-year old nephew, I often ask him questions: Why is he trying to catch the mouse?
Is that someone you would want for a friend? Have you ever done anything like that
before? His answers are often enlightening and surprising. If I do not encourage this
interaction, he often gets bored and leaves my lap before the stmy is finished.
58
Choose books children feel involved in.
If parents chose appropriate books for children, many of the difficulties would be
erased. Of course, not an children enjoy the same books, but some books arc more likely
than others to be favorites with children. I think the best books, especially for children ages
three to five, are the kind they can actively participate in. The Jolly Pocket Postman by
Janet and Allan Ahlberg is an excellent choice. The story revolves aroWld a pos1man who
delivers letters to fairy tale characters. The letters are hwnorous and reflect the present
world. Although there is a written text, there are also actual letters that children can open
and read. These letters make the children not only readers, but characters in the text. This
leads to suggestion nwnber three.
Realize that kinesthetic reading style is dominant for most younger children.
Carbo states that the kinesthetic or active style of reading is the most prominent for
yotmger children (39). Kinesthetic reading would include acting out a book with puppets
or children as participants. Putting on a play after a book is read brings the story to life. It
is not for this paper to question why kinesthetic reading is dominant, but a parent or
teacher is wise to keep this in mind. If reading is being done at home, letting children use
voices or take "parts" would increase enjoyment. One of the things I remember my father
doing is making taped recordings of stories. He had a book of fairy tales. For "Uttle Red
Riding Hood, I was the heroine, and he was the wolf We recorded the story on tape.
If
Then, I could play the tape whenever I wanted. It was brilliant
Put on a poetry spectacular.
As a regular feature of the periodical The
Readin& Teacher. subscnbers are allowed
to put in suggestions for better reading. One of the readers, Margaret Hoagland, suggested
a poetry spectacular. In a classroom setting, she showed the students various types of
poetry, including haiku, concrete, and the ballad. Students could either choose famous
59
poems or original works. She asked them to get into groups and use props or whatever
they felt necessary to effectively recite the poem. Parents were invited to the event, as weB
as other students in the school. The children became ex~ because poetry was not just a
lesson, but a perfonnance (Hoagland 348).
Try buddylparent journals instead ofthe traditional personal journal.
One of the best ideas I heard also came from a Readin& Teacher mail-in. Pamela
Klobukowski started a buddy journal system in her classroom. Many creative writing
teachers ask that their students start a journal, but Miss Klobukowski began to notice that
most of the journal entries contained basic swmnaries of the stories being read. There was
no analysis being done. Then, she thought up the idea of buddy journals. In pairs of two,
students reacted and responded to each other's comments. Since all the students had read
the stories, summaries were reduced or cut entirely. Instead, students were forced to
discuss the less obvious details.
As an extension of the buddy journals, she asked students to start buddy journals
with their parents. This set-up ended up being a wonderful opportunity for both students
and parents. Parents forced their children to expand on their sometimes brief comments.
In addition, the journals gave the parents and children something to do together, which
both parties seemed to enjoy. As an additional benefit to parents, the buddy journals
allowed them an excuse to read the children's books they used to love (Klobukowski 34849).
In a school setting, use the librarian as a resource.
The librarian, when available, can be a valuable resoW"ce for teachers. Usually, the
librarian knows what books are hot on the rna.rl<:et and which ones children wiD enjoy.
Joan Thron said, "Librarians bring us to books with skill and affection" (340). The
60
hDrarian can ot'g311ize book fairs,
in~te
authors, and infonn students of reading or writing
contests. In a particularly small school, the hbrarian often knows the preferences of each
student If a student is having problems with reading or does not seem to be enjoying it,
the librarian often has a good idea about what the problem might be.
Thron also says that what she appreciates most about hbrarians is "the hbrarian's
recognition that hmnan interaction between book and reader may be voracious and messy"
(341). The statement is an interesting one that deserves exploration. I think Thron sees the
hbrarian as someone who does not tty to present books in an organized fashion. Instead,
he/she will do whatever is necessary to get children excited about reading. Often, the
student wiD not respond as weD to a teacher, who needs to maintain order in the classroom.
I remember once that our h"brarian at Murdock Elementary, my elementary school,
was telling the story of "The Little Red Hen." It is the story where the hen is trying to get
various animals to help her make bread. Each of them refuses but is wiDing to cat the
bread as a benefit The librarian told the story, with her best hen voice. It was glorious to
behold. Ubrarians are special people who can definitely improve a student's reading
enjoyment.
These suggestions have proved beneficial when put into practice. However, again
each child is an individual. If they don't work for you, make your own "ideas" guidet
"ideas" guide!
61
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w
•
t
,
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ili
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. ......
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-
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,
,
1-13. Arthlll" reads next to t.hl" I;ompilterl,ith pencil in hand
Works Cited
Ahlberg, Janet and ADan Ahlberg. The Jo1ly Pocket Postman. London: Little, Brown,
1995.
Carbo, Marie. Reaea Styles Inyentmy (kit). Syosset: National Reading Styles Institute,
1995.
-
"Reading Styles Times Twenty." Educational Leadmbjp 54 (1997): 38-42
The Council of National library Associations and the libraIy Journal. Bowker's American
Libraty Annual and Book Trade AlmanaG. 15 vols. New York: R.R. Bowker,
1982-1996.
Gluff, Mary. Personal Interview. 10 April 1998.
Hayden, Ruth. "Training Parents as Reading Facilitaton." The ReaR Teacher 49.4
(1995): 334-36.
Hoagland, Margaret. "Poetry Spectacular." The Readin& Teacher 49.4 (1995): 348.
Kane, Sharon. "My Children Became My Teachers." The Readin& Teacher 48.6
(1995): 530-31.
Klobukowski, Pamela. "Parents, Buddy JoumaJs, and Reader Response." The Readin&
Teacher 49.4 (1995): 348-349.
"May Massacre in Children's Paperback."
Publisher's WeeklY 21 July 1997:
107.
Thron, Joan. "In Praise ofl.JDrarians." Lananaae Arts 73.5 (1996): 340-43.
Tizard, J., W. Schofield, and J. Hewson. "Collaboration Between Teachers and Parents in
Assisting Children's Reading." British Journal of Educational Psycholom' 52
(1982): 1-15.
Van Camp, Mary Ellen. Personal Interview. 3 April 1998.
63